Intent

History is a rich narrative of interlinked experiences across time and place. Learning begins with rich knowledge development for curious minds. Children are actively encouraged to question, explore and make links with prior learning. Key links to prior History knowledge and/or cross-curricular learning are made explicit to connect the learning tapestry for all.

To foster mastery in our historians, children are actively encouraged to understand key dates in context e.g. what else was happening before, during and after this particular area of study. Why does this matter? They will have opportunities to develop key skills to explore and challenge sources for greater understanding.

Children are encouraged to develop a sense of their RESPECT for the historical landscape and how it shapes the world they live in today. Through research and discussion, children show COURAGE and PERSEVERANCE to challenge perception in the pursuit of understanding. This common theme runs throughout the learning at Upton Upon Severn Primary School.

Implementation

Teaching sequences logically build on prior learning. Opportunities to recall prior learning are embedded in lessons and called upon to answer open-ended questions.

Key vocabulary is shared with children and utilised throughout the learning sequence. The same vocabulary can be used as scaffolding for written work or discussion.  Key words and home learning opportunities are shared with parents before the start of each half-term. Some children will spend time revisiting key vocabulary in small groups to secure good recall.

Each year group has core substantive and disciplinary learning for History identified in the curriculum overview document. Plan Bee schemes of work are used to scaffold and resource planning. Teachers are aware that some of the scheme lessons may not be appropriate for their cohort or help children to extend their learning. In this case, teachers will adapt lessons to ensure that the core purpose of each lesson is for children to think hard and learn more.

Teachers make use of the learning opportunities available in the local context. Upton upon Severn is historically significant with respect to the Civil War.  The Pepper pot, the Worcester Commandry, Worcester Cathedral, Tudor House (Worcester), British Camp hill fort, Goodrich castle are all local sites of interest.

Impact

Children have individual History books. Key vocabulary is readily accessible and adapted as required for the learner. Children are confident and accurate in their use of Tier 3 vocabulary.

A class book that follows the cohort through their learning at Upton Upon Severn Primary School will collect key and additional vocabulary or areas of interest explored by that cohort. An annotated timeline will be added to throughout.

Children can recall links to relevant prior learning as this is implicitly visited over the course of the learning sequence. Children can talk about what they knew then and what they know now as a logical development. Key learning will sit within relevant context to enhance understanding e.g. the succession of Royalty and the marriages that secured safety for entire countries or instigated war. At the same time as the Industrial revolution in Britain, we were colonising New Zealand, Tchaikovsky is born, American civil war, Slavery Abolition Act 1833, Victoria ascends the throne, Penny Post introduced, Opium wars (damaging relations with the West), Hong Kong under British rule, The Indian Revolt are also interwoven and interdependent.

Children are encouraged to use research and open-ended discussion to challenge perceptions of people or a particular era. Where a lesson deepens understanding through open-ended discussion, children reflect on learning through summaries of key points. This can be presented in a number of ways to include all learners and ensure key learning is not lost. Children understand that pivotal moments in history occurred because of the actions of the powerful few and the culture of many.

Assessment for learning is consistently planned for and included in lessons through questioning and low-stakes quizzes. Teachers consider misconceptions prior to the learning sequence and plan to address and resolve these.  Information gathered from these sources informs next steps in learning with opportunities to strengthen recall incorporated where recall falls below 80%.

Assessment of learning occurs through extended questions requiring application of recalled knowledge e.g. an extended piece of writing in response to an open-ended question, a presentation of facts to the class in response to a one-sided source, a counter-propaganda poster that shares the facts.